Siblings of individuals with disabilities are a unique group in disability-related careers. This group of professionals has been minimally explored in research. The researcher utilized qualitative methodology to explore perceptions of siblings with respect to their career and familial experiences in the disability field. Findings indicated that siblings entered the field for various reasons. Siblings shared positive and negative experiences from the disability field from both family life and career involvement. Siblings also provided information about the impact of their career on the role as a sibling. Finally, discussion and implications for practice and research are included.

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The thesis investigates deliberateness in water allocation to historically disadvantaged individuals (HDIs) through a water infrastructure development project, the Great Letaba River Water Development Project (GleWaP) within a context of water allocation reform (WAR). WAR is a programme set to redress past discriminatory laws and practices in the allocation of water in South Africa and seeks to address racial and gender inequalities inherited from past political epochs. The study interrogates the concept of individual water rights for women in a context where the collective is prioritised over the individual. The qualitative study uses data collected from 73 participants using interviews, two focus group discussions and surveys. John Rawls’ theory of distributive justice and Jacques Derrida’s deconstruction theory are applied to interrogate water allocation discourses and processes to understand whether genuine justice can be achieved through water allocation reform. The study is set within the critical social theory paradigm where the interlinkages between power, politics, race and gender are interrogated in search of social justice. Study findings reveal that the intentions of WAR as articulated in the goals are far from achievable with other variables such as land ownership still to be addressed. After several years, WAR remains steeped in theoretical rhetoric while lacking in practicality, as victims of past discriminatory practices still have no access to water resources, while legislation continues to protect and benefit a minority. The study identifies deficit thinking as one of the challenges in the implementation of the reform strategy. It concludes that the water allocation reform strategy does not break away from colonial and apartheid concerns for white beneficiaries as there does not seem to be a deliberate attempt to allocate water to predominantly black historically disadvantaged individuals. The thesis thus recommends measurable outcomes for water allocation reform, development of a vibrant black rural water economy, and the use of expropriation of water as a measure to speed up water reform. / Thesis (PhD)--University of Pretoria, 2020. / Anthropology and Archaeology / PhD / Restricted

The purpose of this essay is to investigate how cultural factors, mainly in the form of religious factors, connects to trust in banks. With help of the World Value survey database, which is a survey based on approximately 300 questions, this essay will provide evidence and explanations of how the individual’s religiosity connects to trust. The goal of the study is to demonstrate and introduce that religious factors have a positive connection in relation to trust in banks. Thus has the database been examined to further select 10 significant questions regarding religion and trust as well as four controlling questions. The following four control questions will provide an explanation of the casual relationships and provide a deeper insight into the various attributes. The study provides an expanded knowledge regarding the relatively unexplored connection between culture and economic behavior. Furthermore, it verifies the results that religion and trust have a positive connection to the individual’s financial behavior in relation to the banks. This is mainly seen through the connection that individuals with higher religiosity tend to have a higher confidence in banks. In conclusion, it can be concluded that the following study contributes new data as well as new arguments about how religious factors have a connection to individual’s trust in the banks. The following can however be further developed and discussed in future research. / Denna uppsats har i syfte att undersöka hur kulturella faktorer, främst i form av religiösa faktorer har ett samband till förtroendet till banker. Med hjälp av databasen World Value survey som är en enkätundersökning baserad på cirka 300 frågor skall det bidra med bevis och förklaring kring hur individens religiositet har ett samband till förtroendet. Studiens ändamål är att påvisa och introducera att religiösa faktorer har ett positivt samband i förhållande till förtroendet till banker. Därmed har databasen granskats för att vidare selektera 10 väsentliga frågor kring religion och förtroende samt fyra kontrollfrågor inom ekonomi. Följande fyra kontrollfrågor skall bidra med förklaring kring orsakssambanden samt ge en djupare inblick i de olika attributen. Studien skall ge en utökad kunskap angående den relativt outforskade kopplingen mellan kultur och ekonomiska beteenden. Vidare verifiera resultatet att religion och förtroende har ett positivt samband till individens ekonomiska beteende i förhållande till banker. Detta beror främst på att individer med högre religiositet tenderar att ha ett högre förtroende till banker. Avslutningsvis går det att dra slutsatsen att följande studie bidrar med både ny data men även nya argument kring hur religiösa faktorer har ett samband till individens förtroende till banker. Följande kan vidare utvecklas och diskutera i framtida forskning.

School districts face unique challenges as they implement social and emotional learning (SEL) initiatives, particularly when choosing or developing a high-quality scale to measure non-academic competencies. Like collaborations with the CORE school districts described by West, Buckley, et al. (2018) and the Washoe County School District described by Davidson et al. (2018), Alpine School District (ASD) partnered with Brigham Young University (BYU) to develop a scale (80 items) that reflected their Vision for Learning framework. In this pilot study, I describe the collaborative and iterative process used to develop a shortened version of the ASD Social and Emotional Well-Being Scale Beta Form A (23 items), which was administered to 461 secondary level students in the Spring of 2021. I implemented a relatively novel approach of comparing the results from exploratory structural equation modeling (ESEM) with target rotation with the results obtained from the more traditional confirmatory factor analysis (CFA) as a part of the iterative process. The scores of the resulting shortened version achieved acceptable fit (CFI = .97, TLI = .96, SRMR = .03, RMSEA = .06), high factor loadings (M = .80, SD = .09), high reliability indices by sub-scale (M = .94, SD = .03), and measurement invariance across gender and school level. I discuss insights that resulted from this novel approach in the development process, and make recommendations for its use, specifically in the field of SEL measurement. I end by encouraging the collaborative efforts between practitioners and researchers as a way of increasing capacities within districts, facilitating larger scale research, and ensuring the usefulness of findings.

The purpose of this study was to explore, describe and explain the transitions of individuals within a twinship from Grade R through to Grade 2, and thus offer an in-depth description of such participants’ transition experiences and perspectives. I focused my investigation on the overall transitions of the individuals within a twinship from Grade R through to Grade 2, and included variables such as stress, stressors, emotions, coping, and life skills. In this qualitative research study, I used a case study research design and conducted the research from both an interpretivist and social constructivist point of view. The primary participants in the research were two monozygotic individuals within a twinship (boys), their mother, and their Grade R, Grade 1 and Grade 2 teachers. I commenced the fieldwork when the individuals within a twinship were in Grade R and five years old, and tracked their transitions through until their Grade 2 year when they were eight years old. During their Grade R year, I taught the individuals within a twinship certain life skills by utilizing creative, age-appropriate worksheets and play activities. I continued to utilize such activities as a catalyst for collecting data throughout their Grade 1 and Grade 2 years. I also conducted semi-structured interviews with their mother and teachers. During visits to their school, I also observed the individuals within a twinship in their natural setting. The findings of the study suggest that the transition of the individuals within a twinship effected mainly trouble-free transitions from Grade R through to Grade 2 largely because of their positive attitudes and behaviour, their self-confidence, their pleasure in tackling new experiences, the security and support they enjoyed as co-individuals within a twinship, their satisfying friendships, the positive qualities of their teachers, the learned life skills, their realistic expectations of Grade 1 and Grade 2, and their ability to cope satisfactorily with their academic work. The negative stressors during these transitions were bullies and the disruption caused by disobedient children. A key finding of this study was that the transition of the individuals within a twinship to Grade 2 was, to some extent, more stressful than their transition to Grade 1 because of more demanding academic expectations in Grade 2. In spite of this, they characterized their Grade 2 holistically as enjoyable and rewarding. The learned life skills helped them to cope with various stressors, though the overall support structures of the individuals within a twinship were most influential in their largely trouble-free transitions from Grade R through to Grade 2. The learned life skills enabled the participants to deal successfully with bullies, to develop rewarding friendships, and with emotional control. It was apparent throughout this research that the individuals within a twinship enjoyed all the advantages of supportive social structures including a stable and safe home and school environment, This resulted in good relationships with each other, their parents siblings, teachers and friends. / Thesis (PhD)--University of Pretoria, 2012. / Educational Psychology / unrestricted

The attitudes of preservice teachers towards individuals who are nonvocal and using either a high technology augmentative communication (HAC) device or a low technology communication board were investigated. A rating scale was devised, consisting of three sub-scales. The three sub-scales measured preservice teachers' estimates of intelligence, academic potential, and social acceptance in the regular education setting. Reliability and validity were established through a pilot study. Preservice teachers viewed videotapes of children using either high technology or low technology augmentative communication devices and subsequently completed the rating scale based on the videotapes. Results indicated that preservice teachers perceived the same child as having greater academic and social acceptance potential when using high technology augmentative communication.

Adlerian brief therapy is a specific application of Individual Psychology that aims to bring focus and effective change to the lives of individuals in a relatively short period of time. The authors believe that a focused Adlerian approach meets the needs of individual clients now and in at least the early decades of the 21st century. This article is designed to explicate the process and practice of Adlerian brief therapy with an emphasis on the flow of therapy sessions and the specific listening skills that facilitate change in a time-limited format.

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